Achievement Test Desk Reference, The: Comprehensive Assessment and Learning Disabilities

, by Flanagan, Dawn P.; Ortiz, Samuel O.; Alfonso, Vincent C.; Mascolo, Jennifer T.

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ISBN: 9780205325474 | 0205325475
Cover: Hardcover
Copyright: 1/1/2002

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This book combines comprehensive descriptions and critical reviews of over 50 achievement tests with an innovative model for learning disability evaluation following current assessment and interpretation methods.The Achievement Test Desk Reference (ATDR) represents a unique contribution to both the practice of academic assessment and learning disability evaluation. The "Desk Reference" section contains descriptions and reviews of psychometric properties for comprehensive screening and specific academic skills batteries and achievement tests including measures of reading, math, written and oral language, and phonological processing. For school psychologists, clinical psychologists, educational psychologists, learning disability specialists, and speech/language pathologists.

Foreword

Preface

Academic Achievement and Learning Diabilities

(19)

Learning Disability Defined

(10)

Early Definitions: Research Based

(1)

Transformational Definitions: Education Oriented and Discrepancy Based

(5)

Consensus Definitions: Current Revisions and Modern Conceptualizations

(4)

Academic Achievement Defined

(5)

Reading

(1)

Mathematics

(1)

Writing

(1)

Language

(1)

Advancing Academic and Learning Disability Assessment

(2)

Achievement and the Cattell-Horn-Carroll Theory of Cognitive Abilities

(43)

Conceptualizing Cognitive Abilities and Academic Achievement from Contemporary Theory

(2)

CHC Theory Defined

(25)

Gradual and Progressive Changes in Fluid-Crystallized Theory: A Brief Historical Perspective

(1)

The Hierarchical Structure of Abilities

(2)

Similarities and Differences between the Cattell-Horn Model and the Carroll Model

(2)

A Taxonomy for Understanding Specific Cognitive Abilities and Academic Achievements: CHC Theory

(2)

A Network of Validity Evidence in Support of CHC Theory

(1)

Broad and Narrow CHC Ability Definitions

(18)

Ability and Achievement: How Are They Different?

(4)

The Relationship between Cognitive Abilities and Achievement

(9)

Cognitive Abilities and Reading Achievement

(4)

Cognitive Abilities and Math Achievement

(2)

Cognitive Abilities and Writing Achievement

(3)

Conclusions

(2)

Endnotes

(1)

Introduction to the ATDR

(33)

Psychometric Characteristics of Achievement Batteries

(9)

Derived Score Information

(1)

Norming Information

(4)

Types of Validity Evidence Reported in the Test Manual

(1)

Test Reliability

(2)

Test Floors and Ceilings

(1)

Theoretical Characteristics of Achievement Batteries

(7)

CHC Expert Consensus Classification Process

(5)

Qualitative Characteristics of Achievement Batteries

(1)

The ATDR Summary Pages

(4)

Conclusions

(2)

ATDR Summary Pages: Comprehensive Achievement Tests

(44)

ATDR Summary Pages: Brief/Screening Achievement Tests

140

(30)

ATDR Summary Pages: Specific Academic Skills---Reading Tests

170

(33)

ATDR Summary Pages: Specific Academic Skills---Math Tests

203

(16)

ATDR Summary Pages: Specific Academic Skills---Written Language Tests

219

(18)

ATDR Summary Pages: Specific Academic Skills---Oral Language Tests

237

(63)

ATDR Summary Pages: Specific Academic Skills---Phonological Processing Tests

300

(26)

A Modern Operational Definition of Learning Disability

326

(35)

Common Misconceptions Found in the Application of Current Methods for Determining LD

327

(8)

Misconception 1: IQ Is a Highly Accurate Predictor of Academic Achievement

327

(1)

Misconception 2: IQ Is Synonymous with an Individual's Academic Potential

328

(1)

Misconception 3: IQ Tests Assess Cognitive Dimensions That Are Important in Reading and Other Academic Areas

329

(1)

Misconception 4: All Global Ability Scores Are Interchangeable, Regardless of the Intelligence Test Used to Derive Such Scores

330

(1)

Misconception 5: Aptitude and Ability Are One and the Same

330

(2)

Misconception 6: A Significant Discrepancy between IQ and Achievement Confirms the Presence of a Learning Disability

332

(1)

Misconception 7: A Significant Discrepancy between Any Two Scores Is Clinically Significant

333

(1)

Misconception 8: All Formulas for Evaluating Statistical Significance of an Ability-Achievement Discrepancy Are Psychometrically Valid and Equivalent

334

(1)

Misconception 9: Intra-Ability Analysis and Interpretation Is Independent of Inter-Ability Analysis and Interpretation

334

(1)

Clarifying Misconceptions in the Application of Current Methods for Determining LD

335

(11)

Relationship between Cognitive and Academic Abilities

336

(1)

Defensible Analysis of Significant Discrepancies

337

(9)

Essential Elements of an Operational Definition of Learning Disabilities

346

(13)

Level I-A: Inter-Academic Ability Analysis---Measurement of Specific Academic Skills and Acquired Knowledge

350

(2)

Level I-B: Evaluation of Exclusionary Factors

352

(1)

Level II-A: Inter-Cognitive Ability Analysis---Measurement of Broad Abilities/Processes and Aptitudes for Learning

353

(2)

Level II-B: Reevaluation of Exclusionary Factors

355

(1)

Level III: Integrated Ability Analysis---Evaluation of Underachievement

355

(2)

Level IV: Evaluation of Interference with Functioning

357

(2)

Summary of the Proposed Operational Definition of LD

359

(1)

Conclusions

359

(1)

Endnote

360

(1)

CHC Cross-Battery Assessment with Academic Ability Tests

361

(37)

The CHC Cross-Battery Approach

362

(10)

Pillar#1: A Well-Validated Theoretical Foundation

362

(1)

Pillar#2: Broad-Ability Classifications

363

(3)

Pillar#3: Narrow-Ability Classifications

366

(6)

Rationale for CHC Cross-Battery Assessment with Academic Ability Tests

372

(1)

Application of the CHC Cross-Battery Approach

373

(2)

Guiding Principle 1

374

(1)

Guiding Principle 2

374

(1)

Guiding Principle 3

375

(1)

Research Foundation of CHC Cross-Battery Assessment

375

(12)

CHC Cross-Battery Worksheets

376

(11)

Implementing CHC Cross-Battery Assessment Step by Step

387

(9)

Step 1: Conduct a Comprehensive, Brief/Screening or Selective Assessment

387

(2)

Step 2: Identify Absence or Underrepresentation of CHC Abilities on the Core Battery

389

(1)

Step 3: Select Tests Needed to Supplement the Core Battery

389

(1)

Step 4: Administer and Score Core Battery and Supplemental Tests

390

(2)

Step 5: Complete the CHC Cross-Battery Worksheets

392

(2)

Step 6: Transfer Scores and Averages to LD Area or CHC Data Summary Sheet and Normative Analysis Graph

394

(2)

Conclusions

396

(1)

Endnote

397

(1)

CHC Cross-Battery Interpretation of Academic and Cognitive Ability Data

398

(22)

Overview of Data Analysis

398

(2)

Guidelines for Conducting Inter-Academic and Inter-Cognitive Analysis with CHC Cross-Battery Data

400

(16)

Additional Considerations in Inter-Ability Analysis

402

(13)

Cautions in the Interpretation of Cluster Scores

415

(1)

Guidelines for Conducting Ability-Achievement Discrepancy and Aptitude-Achievement Consistency Analysis with CHC Cross-Battery Data

416

(2)

Conclusions

418

(1)

Endnotes

419

(1)

Comprehensive Framework for LD Determination and CHC Cross-Battery Assessment: A Case Study

420

(34)

A Comprehensive Framework for LD Determination

420

(7)

Perceived Academic Difficulties

421

(2)

Clarification and Theoretical Specification of Referral Questions

423

(1)

Hypothesis-Driven Assessment

423

(2)

Sufficiency of Evaluation

425

(1)

Attribution of Performance

426

(1)

Evaluation of Underachievement

426

(1)

Justification for Intervention

427

(1)

A Case Study in LD Determination

427

(26)

Overview

427

(1)

The Case of Carsam

428

(1)

Clarification and Theoretical Specification of Referral Questions

429

(2)

Level I-A: Inter-Academic Analysis---Performance in Academic Skills and Acquired Knowledge

431

(5)

Level I-B: Evaluation of Exclusionary Factors

436

(1)

Level II-A: Inter-Cognitive Analysis---Performance in Abilities/Processes and Learning Efficiency

437

(7)

Level II-B: Reevaluation of Exclusionary Factors

444

(1)

Level III: Integrated Ability Analysis---Evaluation of Underachievement

444

(7)

Level IV: Evaluation of Interference with Functioning

451

(1)

Justification for Intervention

452

(1)

Conclusions

453

(1)

Appendix A: CHC Cross-Battery Worksheets

454

(21)

Appendix B: Percentile Rank and Standard Score Conversion Table

475

(3)

Appendix C: Test Reviews and Validity Evidence Reported in the Extant Literature

478

(18)

Appendix D1: CHC Cross-Battery Level I-A: Data Summary and Normative Analysis Graph for Inter-Academic Analysis

496

(2)

Appendix D2: CHC Cross-Battery Level II-A: Data Summary and Normative Analysis Graph for Inter-Cognitive Analysis

498

(3)

Appendix D3: CHC Cross-Battery Level III: Data Summary and Normative Analysis Graph for Integrated Ability Analysis

501

(3)

Appendix E: CHC Cross-Battery Level I-A: Data Summary and Normative Analysis Graph for Academic Clinical Composites

504

(3)

Appendix F1: Variations in Task Characteristics of Basic Reading Skills Tests

507

(3)

Appendix F2: Variations in Task Characteristics of Reading Comprehension Tests

510

(2)

Appendix F3: Variations in Task Characteristics of Written Expression Tests

512

(3)

Appendix F4: Variations in Task Characteristics of Math Calculation Tests

515

(2)

Appendix F5: Variations in Task Characteristics of Math Reasoning Tests

517

(1)

Appendix F6: Variations in Task Characteristics of Listening Comprehension Tests

518

(3)

Appendix F7: Variations in Task Characteristics of Oral Expression Tests

521

(3)

Appendix G: Case Report

524

(15)

Appendix H: Expert Consensus Study Data

539

(9)

References

548

(15)

Index

563

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Achievement Test Desk Reference, The: Comprehensive Assessment and Learning Disabilities

Summary

Table of Contents

Supplemental Materials